Theoretical framework

In an era where digital technology is reshaping education, ensuring equitable access to effective reading instruction remains a critical challenge, particularly for vulnerable children facing socio-economic barriers. The aim of this research to explore the role of technology-enhanced reading interventions that can bridge learning gaps in diverse educational settings, especially for children from socio-economically disadvantaged backgrounds. Recent studies emphasized the significant potential for technology to transform education, but challenges related to access, teacher training, and family engagement remain (Barr et al., 2020; Chari, 2024; Council of the European Union, 2021; Dalziel et al., 2015).

The study is grounded in Social Cognitive Theory (Bandura, 1986), which emphasizes the significance of observational learning, imitation, and modelling in cognitive and behavioural development. Therefore, in this line was operationalized how students engage with technology, the influence of teachers as models of digital literacy, and the impact of family involvement in shaping student success in digital learning environments.

A complementary perspective is provided by Bronfenbrenner’s Ecological Systems Theory (1979), which offers a multi-layered framework for analysing the diverse influences on children’s literacy development. By considering the interconnected systems in which a child engages—ranging from immediate settings such as home and school to broader socio-cultural and technological contexts—this study seeks to explore how various environmental factors interact to influence the effectiveness of technology-driven literacy interventions.

The Digital Divide and Access to Technology Model (Selçuk et al., 2023; Gjoneska et al., 2022), was used for analysing how differences in technological access shape students’ opportunities for engagement in digital literacy activities, particularly in underprivileged communities where resource limitations may intensify existing educational inequalities.

To investigate the effective incorporation of technology into teacher professional development and instructional methodologies, this study employs Educational Technology Integration Models (Hennessy et al., 2022). By examining the barriers and enablers of technology integration in educational contexts, this framework facilitates the assessment of how digital tools enhance literacy outcomes for children facing socio-economic disadvantages.

The complex layers of vulnerability that children experience due to socio-economic factors were explained by Socio-Ecological Model of Vulnerability (Terry et al., 2022; Chiu & McBride-Chang, 2010). Factors such as poverty, limited parental involvement, and inadequate educational resources influence children’s literacy acquisition in technology-mediated learning environments were taken into consideration (Eurostat, 2024).

The central research question is: 

How do vulnerable children, their teachers, and families experience the use of technology in reading education, and how do they perceive its influence on literacy development?

Objective

The primary aim of this study is to explore how the family, school, and broader social environments frame the ways in which vulnerable children use technology to support their literacy development.

Specifically, the study aims to:

1. Assess how digital tools affect student engagement, reading comprehension, and vocabulary acquisition.
2. Identify the perceived barriers faced by teachers and students when integrating technology into reading instruction, particularly in low- and middle-income educational settings.
3. Explore the perceived role of family and community in supporting the use of technology for literacy development, with a focus on how socio-economic factors influence access and engagement.

Participants and procedure The research involved data collection from 80 participants. These were teachers, parents, and students affiliated with schools and specialized literacy programs designed to support vulnerable children. Teachers (n=20) were selected based on their experience in integrating technology into reading instruction, while parents (n=30) were included to provide insights into the home learning environment. Students (n=30), aged 5 to 10, participated in technology-enhanced reading interventions. The schools involved in this study were public institutions located in socio-economically disadvantaged areas, including both urban and rural settings. Participants were recruited through local educational institutions. Data collection took place over a three-month period and was initially planned to follow a structured schedule. Several contextual challenges emerged (students’ inconsistent attendance, and limited parental availability) which required flexibility and adaptation. These variations offered insight into the lived realities of vulnerable communities and the practical limits of implementing technology-based programs in diverse educational settings. These barriers highlighted the need to negotiate access, trust, and time in complex qualitative fieldwork. Ethical considerations were adhered to, with informed consent obtained from all participants in accordance with research ethics guidelines. Instrument The study utilized qualitative measurement instruments to capture the depth of participants' experiences with technology in reading education. Semi-structured interviews with teachers, parents, and students provided insights into their perceptions and experiences. Classroom observations were used to assess student engagement and interaction with digital tools during reading activities. Additionally, document analysis of progress reports, digital learning logs, and assessment data offered measurable outcomes of reading development. These instruments together allowed for a comprehensive understanding of how technology impacts literacy skills in vulnerable children. The semi-structured interviews explored several key themes related to the integration of technology in reading education. Interviews with teachers focused on their experiences with digital tools, perceived benefits and challenges, instructional strategies, and their assessment of students’ progress. Parents provided insights into home-based technology use, their involvement in supporting literacy development, and any barriers they faced in facilitating digital learning. Student interviews examined their attitudes toward technology, engagement with digital reading activities, and perceived effectiveness in improving their reading skills. Classroom observations revealed student engagement, time on digital reading tasks, collaborative or independent behaviours, and responsiveness to teacher guidance during technology-enhanced reading instruction. Additionally, observations documented how teachers integrate technology into lesson delivery, manage student interactions with digital tools, and adapted instruction based on students' needs.

Anticipated Insights: Technology and Literacy Development This study explores how digital tools are perceived to support literacy development among vulnerable children, focusing on personalized and interactive learning experiences. It aims to understand how technology may foster engagement, motivation, and literacy outcomes such as reading fluency, comprehension, and vocabulary acquisition. Particular attention will be given to how both learners and educators describe the extent to which technology accommodates diverse learning styles and supports individual needs. Variability Across Educational Contexts The research also investigates how the perceived influence of digital tools varies across different educational environments. Participant accounts will help reveal how teacher preparedness, access to resources, and the home learning environment shape the way technology is implemented and experienced. While some settings may highlight technology as a tool for tailored literacy support, others may reveal constraints such as infrastructure limitations or inconsistent integration into teaching practices. Barriers to Effective Integration A central focus of the study is identifying barriers that affect the successful use of digital tools in reading instruction. These may include limited access to devices, insufficient teacher training, unequal digital literacy among students, and varied levels of parental support. Socio-economic disparities and technical difficulties are also expected to emerge as significant challenges in both school and home contexts. Perceptions of Effectiveness Finally, the study seeks to understand how participants perceive the effectiveness of digital interventions in supporting literacy development. Emphasis will be placed on how integration with teacher guidance shapes the perceived value of these tools. Findings are expected to offer valuable insights for future educational initiatives, highlighting the contextual conditions that influence meaningful technology use and informing policy efforts to promote equitable access to quality reading education through digital innovation.

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